CHAPTER TWO:



Africa, ca. 6000 BCE-ca. 1600 CE ■ Chapter 1

GUIDE TO READING

SECTION 1 Africa, p.7

What are the geographical characteristics of Africa?

Why is Africa considered the “birthplace of humanity?”

Where and how did humans originate?

Why are ancient African civilizations important?

GUIDE TO READING

SECTION 2 West Africa, p. 14

Why is West Africa significant for African-American history?

How and why was Timbuktu a major center of trade and cultural exchange?

What impact did Islam have on West Africa?

What did the people of Central Africa have in common with those of the Guinea Coast?

GUIDE TO READING

SECTION 3 West African Society and Culture, p. 24

How did West African culture influence the way African Americans lived?

What role did gender play in the organization of West African village life?

What were the principal features of the indigenous religion of West Africa?

Middle Passage, ca.1450-1809 ■ Chapter 2

GUIDE TO READING

SECTION 1 European Exploration And Colonization, p. 37

How did the arrival of the Europeans affect Africa?

How did the slave trade in Africa differ from the Atlantic slave trade?

How did European demand for sugar contribute to the growth of the Atlantic slave trade?

GUIDE TO READING

SECTION 2 From Capture To Destination, p. 45

How did Africans come to be enslaved?

What happened to Africans between capture and departure for the Americas?

What was the “middle passage”?

What happened to Africans during the voyage across the Atlantic?

How did Africans attempt to resist enslavement (check pages for exact question)

What were voyages on slave ships like for African women?

GUIDE TO READING

SECTION 3 Landing and Sale in the West Indies, p. 58

What happened to Africans after they crossed the Atlantic?

What was seasoning and why was it used?

How did masters treat enslaved Africans in the Americas?

Why did the Atlantic slave trade end?

Black People in Colonial North America, 1526-1763 ■ Chapter 3

GUIDE TO READING

SECTION 1 The Peoples of North America, p. 71

Who were the peoples of colonial North America?

What was the relationship between black people and Indians during the colonial period?

Why did white labor produce most of the tobacco in the Chesapeake colonies until 1700?

GUIDE TO READING

SECTION 2 Africans Arrive in the Chesapeake, p. 75

How did black servitude develop in the Chesapeake?

What role did indentured servitude play in the early economy of the Chesapeake colonies?

What economic and demographic developments led to the enslavement of people of African descent in the British tobacco colonies?

GUIDE TO READING

SECTION 3 Plantation Slavery, p. 81

What were the characteristics of plantation slavery from 1700 to 1750?

Under what conditions did enslaved black laborers in the tobacco colonies work before 1750?

What were the defining characteristics of low-country slavery?

What were the material conditions of slave life in Early America?

GUIDE TO READING

SECTION 4 The Origins of African-American Culture, p. 88

In what ways did African-American culture develop in America?

What major elements of West African culture were retained and passed on by the second generation of people of African descent in North America?

What prevented the general conversion of people of African descent to Christianity before 1750?

How did African Americans influence the development of white colonial culture?

GUIDE TO READING

SECTION 5 Slavery in Colonial America, p. 95

How did the experience of African Americans under French and Spanish rule in North America compare to that in the British colonies?

How did slavery affect black women in colonial America?

How did African Americans resist slavery?

African Americans and the Struggle for Independence, 1763-1783 ■ Chapter 4

GUIDE TO READING

SECTION 1 The Crisis of the British Empire, p. 111

What was the crisis in the British Empire?

What British policies in the 1760s led to rising resentment and resistance in the colonies?

GUIDE TO READING

SECTION 2 The Declaration of Independence and African Americans, p. 115

What did the Declaration of Independence mean to African Americans?

What role did African Americans play in the events and debate that led to the American Revolution?

GUIDE TO READING

SECTION 3 Black Enlightenment, p. 119

How did African Americans contribute to the Enlightenment?

Describe Phillis Wheatley’s attitude towards white culture and the American Revolution

How did Benjamin Banneker’s background and education prepare him for his accomplishments later in life?

GUIDE TO READING

SECTION 4 African Americans in the War for Independence, p. 123

What roles did African Americans play in the War for Independence?

What spurred some African Americans to support the Patriot cause?

GUIDE TO READING

SECTION 5 The Revolution and Emancipation, p. 127

How did the American Revolution weaken slavery?

What economic challenges did newly freed black people face in the years after the Revolution?

African Americans in the New Nation, 1783-1820 ■ Chapter 5

GUIDE TO READING

SECTION 1 Forces for Freedom, p. 141

Why did emancipation happen more quickly in New England than in the mid-Atlantic states?

GUIDE TO READING

SECTION 2 Forces for Slavery, p. 149

Why did slavery survive in the new United States?

How did the Constitution support the interests of slave owners?

How did the emergence of cotton as major crop in the South contribute to the strengthening of slavery?

GUIDE TO READING

SECTION 3 The Emergence of Free Black Communities, p. 154

What were the characteristics of early free black communities?

What role did mutual aid societies play in African-American society?

What place did black churches have in African-American communities?

GUIDE TO READING

SECTION 4 Black Leaders and Choices, p. 160

How would you characterize free black leaders in the early nineteenth century?

What practical obstacles stood in the way of mass black migration to Africa?

How did fear of slave uprisings shape white southern attitudes toward slavery?

GUIDE TO READING

SECTION 5 War and Politics, p. 165

What was the Missouri Compromise?

Life in the Cotton Kingdom, 1793-1861 ■ Chapter 6

CHAPTER SIX:

LIFE IN THE COTTON KINGDOM

CHAPTER SUMMARY

As cotton grew as a cash crop across the South, slavery also expanded through the domestic slave trade, with Eastern slaves shipped South and West. Most slaves during the period of 1820 to 1860 remained agricultural workers, tending cotton, tobacco, or rice. Life varied according to the type of plantation, with rice cultivation generally allowing slaves some levels of autonomy, sugar offering the most demanding labor, and cotton being the most common. About one-quarter of all slaves avoided the fields and worked as house servants or in the skilled trades. Although house or skilled work was less physically demanding, these slaves faced the constant oversight of the master and his family. Slaves also worked in urban areas, sometimes hiring themselves out and gaining freedom from their work. Others worked in Southern factories, producing textiles, chewing tobacco, iron, or lumber. Although treatment of slaves varied by the owner’s personality, the system of slavery rested entirely upon a threat of force, should assigned tasks not be carried out. Few slaves lived without whippings or some form of physical punishment. Despite difficulties, slaves formed and tried to maintain family life. Children faced short childhoods, pushed into adult labor before their teenage years. Slave women faced the danger of childbirth and high infant mortality rates, and also the constant threat of sexual exploitation. Other elements of slave life were comparatively better. Although lacking today’s standards, slave diets and general health were actually far better than slaves in other regions and generally comparable to whites. Slaves learned multiple coping skills as they moved through life, including the use of deception and adopting certain aspects of Christianity to help them cope with difficult situations.

LEARNING OBJECTIVES

Understand the various types of, and the variations between, agricultural work performed by slaves.

Understand the differences and similarities between the duties, difficulties, and advantages of house slaves, skilled slaves, urban slaves, and agricultural slaves.

Understand the role of punishment in slavery, as well as the difficulties of the slave trade within the American states.

Understand the characteristics of slave families in the South, including variations by age and, gender.

Understand the differences between health and diet of American slaves versus other slaves.

Understand the importance of slave culture, including folktales, the use of deception, and religion.

TOPICS FOR LECTURES/LONG ESSAYS OR PAPERS/CLASS DISCUSSIONS

Discuss the various elements of historiography for slavery from Reconstruction through the 1890s, including Phillips, Genovese and Elkins. Why do these historians, supposedly looking at the same issue, come up with such different interpretations of slaves and slavery? What does this tell us about history? How does the time period in which historians write influence their work?

Discuss the variations among urban, agricultural, house servant, and skilled work among slaves. Which was the “best” type of work? Why? Which was the “worst”?

Discuss African-American slave ownership. What does this tell us about blacks in America? How were black slave owners different from or similar to white slave owners?

How did slave life vary by gender? By age? What difficulties did these differences present for the slave family?

Discuss the development of Christianity among slaves. What were the differences between the messages sent by masters and the messages received or used by slaves?GUIDE TO READING

SECTION 1 The Expansion of Slavery, p. 181

Why did slavery expand in the cotton kingdom?

How was the slave population distributed across the South?

Why did a small number of free blacks purchase slaves?

GUIDE TO READING

SECTION 3 Other Types of Slave Labor, p. 190

What types of labor did slaves perform in the South?

Why was physical punishment so widely used by slaveholders?

What was the domestic slave trade?

GUIDE TO READING

SECTION 4 Slave Life, p. 198

What was life like for African Americans under slavery?

What was life like for children under slavery?

How did white southerners justify the sexual abuse of black women?

What factors affected the health of slaves?

GUIDE TO READING

SECTION 5 The Socialization of Slaves, p. 205

How did African Americans adapt to life under slavery?

“And Black People Were at the Heart of It”: The United Statesd Disunites over Slavery, 1846-1861 ■ Chapter 10

CHAPTER TEN:

“AND BLACK PEOPLE WERE AT THE HEART OF IT”:

THE UNITED STATES DISUNITES OVER SLAVERY

CHAPTER SUMMARY

As the decade of the 1850s progressed, slavery and the status of America’s blacks became more and more a central dividing issue to the nation. Although deeply racist, most white Northerners despised slavery as an unfair economic advantage. It was in this spirit that David Wilmot proposed the unsuccessful Wilmot Proviso that would have forbidden slavery in the territories gained from Mexico. The Compromise of 1850, which contained elements for both North and South, failed to satisfy either side. The North was especially infuriated by a new, much tougher Fugitive Slave Law within the Compromise. The new law required ordinary citizens to act as slave catchers or be punished, and also rewarded judges for returning blacks to slavery. Numerous cases of fugitive slaves, including the successful escape of William and Ellen Craft, Shadrach, and the recapture of Anthony Burns and Margaret Garner caused more Northerners to oppose the practice of slavery. In addition, the melodramatic slave novel Uncle Tom’s Cabin brought a sympathetic reaction to many Northerners as well. In other parts of the country, namely Kansas, as well as the halls of Congress, America began to respond to the slavery issue with violence and bloodshed. The Supreme Court dealt blacks a severe setback by their decision in the Dred Scott v. Sanford case that not only stated that a black person had no rights, but that Congress had no rights to restrict property ownership, effectively spreading slavery across the United States. Politics also reflected the dominant view of racism toward blacks. Both Stephen Douglas and Abraham Lincoln asserted their racism and denounced social equality for blacks during their race for the Senate in 1858. Hastened by the violence of John Brown’s raid on Harper’s Ferry in Virginia, the South reacted to Lincoln’s election as president by seceding from the Union, and forming the Confederate States of America before he was even inaugurated.

LEARNING OBJECTIVES

Understand the events leading up to the Civil War, including the Wilmot Proviso, the Compromise of 1850 and the Fugitive Slave Laws, the Kansas Nebraska Act, the Brooks attack, and the election of Abraham Lincoln.

Understand the variations in sentiment toward blacks in the North, including the role of racism, nativism, literature, and fugitive slaves on their changing sentiments.

Understand the importance and ideas behind the Dred Scott decision by the Supreme Court and the John Brown raid on Harper’s Ferry.

Understand the nature of racism and anti-slavery sentiment in the Lincoln-Douglas debates, as well as Lincoln’s specific views about blacks.

Understand the reaction of both the South and blacks to Lincoln’s election to the presidency in 1860.

TOPICS FOR LECTURES/LONG ESSAYS OR PAPERS/CLASS DISCUSSIONS

Discuss Abraham Lincoln’s views of slavery and blacks. How has he gained a reputation as the “Great Emancipator”?

Many in the South continue to believe that the Civil War had nothing to do with slavery. How did the Civil War happen? Discuss some of these events and the war’s primary causes. How was slavery at the heart of the origins of the war?

Discuss the differences between the North and the South in the decades leading up to the Civil War, in ideology, culture, economy, and resources.

How could nativism, and the conditions of early nineteenth-century immigrants, be seen as the North’s version of slavery?

CHAPTER OUTLINE

I. Introduction

II. The Lure of the West

1. Free Labor Versus Slave Labor

2. The Wilmot Proviso

1. Reasons

2. Southern Reaction

3. Free Soil Party

C. California and the Compromise of 1850

1. Gold in California

2. Clay’s original compromise

3. Southern reaction

4. Passage

D. Fugitive Slave Laws

1. Earlier Laws - 1793

2. Southern anger at lack of enforcement

3. Personal liberty laws

4. Fugitive Slave Law of 1850

III. Fugitive Slaves

1. Reaction by the North

2. William and Ellen Craft

3. Shadrach

4. The Battle at Christiana

a. Conflict

b. Federal government response

5. Anthony Burns

a. Recapture

b. Role of federal government

c. Results

6. Margaret Garner

IV. The Rochester Convention, 1853

V. Nativism and the Know- Nothings

A. Origins

B. Beliefs

VI. Uncle Tom’s Cabin

VII. Kansas-Nebraska Act

A. Stephen Douglass’s Solution

B. Results in Kansas

VIII. Preston Brooks Attacks Charles Sumner

A. Attack

B. Effects

IX. The Dred Scott Decision

A. Circumstances

B. Case History

C. Questions for the Court

1. Citizenship rights of blacks

2. Property rights versus freedom

D. Reaction to the Dred Scott Decision

1. Whites

1. Blacks

E. White Northerners and Black Americans

X. The Lincoln- Douglas Debates

A. Issues

B. Douglas’s Position

XI. Abraham Lincoln and Black People

A. Democrats’ Image of Republicans

B. Lincoln’s Racism

XII. John Brown and the Raid on Harper’s Ferry

A. Planning the Raid

1. Gathering Support

2. Assembling the army

B. The Raid

C. The Reaction

1. By the participants

2. By the North

3. By the South

XIII. The Election of Abraham Lincoln

A. Four Candidates in 1860

B. Lincoln’s Views

C. Southern Interpretation of Lincoln

D. Black People Respond to Lincoln’s Election

1. Lack of enthusiasm

2. Abolitionist beliefs

XIV. Disunion

A. Secession

B. Lincoln’s Reaction

XV. Conclusion

GUIDE TO READING

SECTION 2 Fugitive Slaves, p. 316

How did African Americans react to the passage of the Fugitive Slave Law of 1850?

What steps did abolitionists take to resist the Fugitive Slave Law of 1850?

GUIDE TO READING

SECTION 3 The Deepening Crisis over Slavery, p. 323

What was the Kansas-Nebraska Act and how did it affect African Americans?

Why was the U.S. Supreme Court decision in the Dred Scott case so controversial?

Why was Uncle Tom’s Cabin so effective in stimulating antislavery sentiment in the North?

GUIDE TO READING

SECTION 4 Abraham Lincoln and Black People, p. 331

What was the impact of John Brown’s raid on Harpers Ferry?

What were Lincoln’s views on racial equality?

GUIDE TO READING

SECTION 5 The Election of Abraham Lincoln, p. 336

What were the key factors in Abraham Lincoln’s victory in 1860?

How did African Americans and white Southerners react to the election of Abraham Lincoln in 1860?

Liberation: African Americans and the Civil War, 1861-1865 ■ Chapter 11

GUIDE TO READING

SECTION 1 The Civil War Begins, p. 351

When the Civil War began, what was Abraham Lincoln’s primary objective?

GUIDE TO READING

SECTION 2 Lincoln And Emancipation, p. 354

What was Lincoln’s initial position on slavery?

How did Lincoln’s policies on slavery change as the Civil War continued?

GUIDE TO READING

SECTION 3 Liberation, p. 358

Why did Lincoln issue the Emancipation Proclamation?

What were the limits of the Proclamation?

How did southern blacks respond to the Proclamation?

GUIDE TO READING

SECTION 4 Black Men Fight For The Union, p. 362

Why were black men willing to fight for the unification of the country?

What led to the formation of the 54th Massachusetts Regiment?

What types of discrimination did black men experience in the army during the Civil War?

GUIDE TO READING

SECTION 5 The Confederate Reaction to Black Soldiers, p. 372

How did Confederate leaders and troops respond to the presence of black soldiers in the Union army?

Besides being soldiers, what other roles did African Americans play in the Union war effort?

The Promise of Reconstruction, 1865-1868 ■ Chapter 12

GUIDE TO READING

SECTION 1 The End of Slavery, p. 391

What steps did African Americans take to reunite families divided by slavery?

What was the Freedmen’s Bureau and how effective was it?

GUIDE TO READING

Section 2 Life after Slavery, p. 400

What role did the black church play in African-American life in the post-war decades?

Why was education so important to African Americans?

GUIDE TO READING

SECTION 3 The Crusade for Political And Civil Rights, p. 407

What was presidential reconstruction and whose interests did it serve?

What were the black codes and what did they mean for African Americans?

GUIDE TO READING

SECTION 4 The Radical Republicans, p. 412

Who were the Radical Republicans?

What was the purpose of the Fourteenth Amendment?

How did African American men gain the right to vote?

What was radical Reconstruction and how did white Southerners respond to it?

CHAPTER NINE:

LET YOUR MOTTO BE RESISTANCE, 1833–-1850

CHAPTER SUMMARY

In the period between 1833 and 1850, the abolitionist movement became increasingly more strident and militant. This change in tone and outlook occurred for a number of reasons. In response to growing abolitionist sentiment, race riots began to occur throughout America, although concentrated in the North and worset in Philadelphia. In addition, pro-slavery advocates seemed to be gaining power with the addition of the huge state of Texas to the Union. The American Anti-Slavery Society (AASS) emerged to deal with these new threats. Led by William Lloyd Garrison, the AASS advocated immediate emancipation and equal rights for blacks. However, they often failed to live up to their revolutionary rhetoric, as they denied blacks leadership positions. Women also occupied subordinate positions. They were generally allowed to raise funds, but not to lead or speak in public. Black churches and newspapers also responded to the challenge, providing forums for the spread and exchange of ideas. The AASS used a variety of tactics and methods to get their point across. They stressed the moral outrage of slavery and the complicity of the North through petitions to Congress and mass mailings. Former slaves and whites formed effective lecturing teams, although often inciting violence and racism from audiences. In 1840, the AASS split , over Garrison’s disillusionment with their lack of success, the political process, and his growing commitment to feminism. Blacks generally followed either the American or Foreign Anti-Slavery Society andof the Liberty Party, rather than sticking with Garrison. For their part, black abolitionists, inspired by the repeated heroism of slaves attempting to gain freedom, began to increasingly challenge their white counterparts’ hypocrisy. Some blacks continued to work for integration into American society, like Frederick Douglass, but others advocated migration to either Canada or Africa. Still others challenged the longstanding abolitionist notion that non-violence would win converts to their cause.

LEARNING OBJECTIVES

Understand the ways whites reacted to the growing abolitionist movement in the North and the South.

Understand the role of territorial expansion in the controversy over slavery and its effect on blacks in America.

Understand the development of various anti-slavery organizations, including the American Anti-Slavery Society, women’s groups, and black organizations, including their origins, tactics, beliefs, and effects.

Understand the role of black institutions, specifically the church and newspapers, in the abolitionist movement.

Understand the reasons for the split in the American Anti-Slavery Society, as well as the characteristics of the American and Foreign Anti-Slavery Society and the Liberty Party.

Understand the changes in tactics among different groups in the abolitionist movement, both among whites and blacks.

TOPICS FOR LECTURES/LONG ESSAYS OR PAPERS/CLASS DISCUSSIONS

How well did the American Anti-Slavery Society live up to its stated ideals? How did it incorporate blacks and women?

What were the overall effects of the abolitionist movement? What did it lead to?

Discuss the film Amistad. How is it a realistic portrayal of the historical events? How is it not realistic? What is the role of film in a history class? Why do you think Steven Spielberg made the film?

Discuss the myths and realities of the Underground Railroad.

How did the abolitionist movement lead to the women’s movement? What types of conditions were women under in mid-nineteenth century America, and how did some come to recognize their inequality and oppression? Why was the women’s movement not successful at the same time as the abolitionist movement?

Discuss Frederick Douglass’s views of race and how he thought black life could be improved.

How did blacks’ view of abolitionism differ from whites’ view? How did the tactics and solutions of the two groups differ?

CHAPTER OUTLINE

I. Introduction

II. A Rising Tide of Racism and Violence

A. Ethnology and Racism

B. Anti-Black and Anti-Abolitionist Riots

1. Cincinnati

2. Providence

3. New York City

4. Philadelphia

C. Texas and the War Against Mexico

1. Texas Independence

2. War with Mexico

3. New Territory Gained

III. The Response of the Anti-Slavery Movement

A. Difficulties Within Abolitionist Movement

B. American Anti-Slavery Society

1. Goals

2. Garrison and Interracial Efforts

C. Black and Women’s Anti-Slavery Societies

1. Origins

2. Interracial Efforts

3. Tasks

4. Creation of Feminism

D. The Black Convention Movement

1. Forum for Black Male Abolitionists

2. First Meetings

3. Characteristics/Agenda

IV. Black Community Institutions

A. Black Churches in the Anti-Slavery Cause

1. Clergy as leaders

2. Forums

B. Black Newspapers

1. Difficulties

2. Influential Papers/Editors

V. Moral Suasion

A. Arguments

B. Tactics

C. Reaction to Efforts

1. In the South

2. In Congress

3. In the North

VI. The American and Foreign Anti-Slavery Society and the Liberty Party

A. Old Organization

1. Origins/Ideas

2. Tactics

B. Splinter Groups

1. AFASS

2. Liberty Party

C. Role of Blacks in Splinter Groups

VII. A More Aggressive Abolitionism

A. Liberty Party and the Constitution

B. The Amistad and tThe Creole

1. Cinque

2. Washington

3. Effects

C. The Underground Railroad

1. Origins

2. 1840s Efforts

3. 1850s Efforts

D. Canada West

VIII. Black Militancy

A. Causes

B. Local Vigilance Organizations

C. Disappointment with White Efforts

IX. Frederick Douglass

X. Black Nationalism

A. Douglass’s vView/Integrationism

B. Reasons for Black Nationalism

XI. Conclusion

TEST MATERIALS

IDENTIFICATIONS (Factual and Conceptual)

(For each of the following, identify by answering the questions – who? what? when? where? And describe the significance by answering the questions – Wwhy is this important? Why do we study this?)

Henry Highland Garnet

manifest destiny

nativism

James K. Polk

Compromise of 1850

American Anti-Slavery Society

William Lloyd Garrison

James McCrummell

Robert Purvis

James G. Barbadoes

“the woman question”

Susan Paul

Boston Female Anti-Slavery Society

Female Anti-Slavery Society of Philadelphia

Lucretia Mott

Sarah M. Douglass

First Anti-Slavery Convention of American Women

Sojourner Truth

Free Produce Association

Frederick Douglass

Hezekiah Grice

Benjamin Lundy

Black National Convention

Freedom’s Journal

Philip A. Bell

Colored American

Charles G. Ray

North Star

Gerrit Smith

moral suasion

Great Postal Campaign

Gag Rule

Elijah P. Lovejoy

The American and Foreign Anti-Slavery Society

Liberty Party

“old organization”

Lewis Tappan

James G. Birney

William Henry Harrison

Amistad

Creole

Joseph Cinque

Madison Washington

The Underground Railroad

Charles T. Torrey

Thomas Smallwood

Harriet Tubman

William Still

Philadelphia Vigilance Society

Canada West

Refugee Home Society

Mary Ann Shadd Cary

Provincal Freeman

Martin R. Delaney

African Civilization Society

OBJECTIVE/ANALYTICAL QUESTIONS

A Rising Tide of Racism and Violence

1. How did whites justify racism in the 1830s and 1840s?

a. Many whites actually began to denounce racism in this time period.

b. Scientists argued that racial differences were permanent, and indicated people’s status in the world.

c. Scientists at that time argued that race was the product of environment.

d. All of the above.

(Answer: b; pages 210-211) [Conceptual]

2. How was science reflecting the dominant ideas of racism during the 1830s and 1840s?

(Answer, pages 210-211) [Conceptual]

3. What other groups of people suffered from discrimination and prejudice at the same time as African Americans?

a. Native Americans.

b. Catholics.

c. Many European immigrants.

d. All of the above.

(Answer: d; page 211) [Factual]

4. What statement is true about the riots during the 1830s and the 1840s?

a. They rarely did any physical damage to cities, but murdered large numbers of blacks.

b. They were instigated by angry blacks, who protested the conditions of their lives.

c. They grew in number as the abolitionist movement grew.

d. All of the above are true.

(Answer: c; page 211) [Factual]

5. What were the frequent targets of anti-black mobs?

a. Black buildings and neighborhoods.

b. Black politicians.

c. Black women and children.

d. All of the above.

(Answer: a; page 211) [Factual]

6. Discuss the origins, causes and facts of the anti-black riots during the 1830s and the 1840s. Why were they worst in Philadelphia?

(Answer, page 211) [Conceptual]

7. Examine Map 9-1. Where were the worst and most frequent race riots?

a. New Orleans

b. Philadelphia

c. Charleston

d. New York City

(Answer: b; page 212) [Factual]

8. Why was the issue of Texas important to African Americans?

(Answer, pages 211-212) [Conceptual]

9. What territory was gained in the war with Mexico?

(Answer, page 212) [Factual]

The Response of the Antislavery Movement

10. What were some of the problems the anti-slavery movement encountered in its interracial efforts?

a. Whites refused to allow blacks to have equal status in the organizations, despite their language of equality and justice.

b. Anti-slavery organizations were actually very well integrated, and allowed blacks huge levels of power.

c. The anti-slavery movement was completely white, and was never an interracial effort.

d. None of the above.

(Answer: a; page 212) [Factual]

11. What was the most significant abolitionist society?

a. American Colonization Society

b. Americans for a Democratic Society

c. The Christian Freedom Organization of Philadelphia

d. American Anti-Slavery Society

(Answer: d; page 213) [Factual]

12. What were the goals of the American Anti-Slavery Society?

a. To restrict slavery to the South where it already existed.

b. The immediate end to slavery, with no compensation for owners.

c. The gradual end to slavery, with some compensation to owners for their losses.

d. The immediate end to slavery, with someno compensation for owners.

(Answer: b; page 213) [Factual]

13. What does the story of Henry Highland Garnet tell us about African Americans in this period?

(Answer, page 213) [Conceptual]

14. Which of the following statements areis true about blacks in the AASS?

a. They were often refused leadership roles or large influence in decisions.

b. They were considered, and treated as, the complete equals to whites.

c. They were never allowed to be members of the AASS.

d. The only black member was Frederick Douglass.

(Answer: a; page 214) [Factual]

15. Why did separate abolitionist groups form for blacks and women? What were their roles?

(Answer, page 215) [Factual]

16. What valuable tasks did women’s anti-slavery societies do? How?

(Answer, page 215) [Factual]

17. How did women’s participation in the anti-slavery movement create feminism?

(Answer, page 215) [Conceptual]

18. What was different about some of the women’s anti-slavery societies?

a. The women’s organizations proved that women could be just as racist, if not more so, than men.

b. They were rarely allowed to do fundraising, since men considered that too important for women to do.

c. They actually allowed blacks a far larger role in their organizations.

d. The women’s organizations were generally only interested in spreading Christianity to slaves.

(Answer: c; page 215) [Conceptual]

19. What role did the Black Convention Movement play in the abolitionist movement?

a. It had no roleNone at all, since whites cracked down on the organization and refused to allow it to meet.

b. It was a very conservative force, and said that white supremacy should be acceptable if whites were kind and generous to subservient blacks.

c. It called for violent uprisings to slaughter slave holders in the South.

d. It provided a forum for anti-slavery ideas and the development of black leadership.

(Answer: d; page 215) [Factual]

20. What were some of the characteristics of the AASS? Why was it significant?

(Answer, pages 213-215) [Conceptual]

21. What does Sojourner Truth’s life tell us about African Americans in this time?

(Answer, page 216) [Conceptual]

Black Community Institutions

22. How were the black churches important to the abolitionist movement?

a. Clergy attacked slavery and discrimination.

b. Black churches were generally not very important, since they refused to get involved in any political issues within the community.

c. Churches provided 75% of all funds to the anti-slavery organizations.

d. Since black churches were still controlled by whites, they made littlefew contributions.

(Answer: a; page 217) [Conceptual]

23. Which of the following was the most important black institution in the anti-slavery movement?

a. Newspapers.

b. Mutual aid societies.

c. Labor organizations.

d. Churches.

(Answer: d; page 217) [Factual]

24. Why were black newspapers not as influential as black churches?

(Answer, page 217) [Conceptual]

Moral Suasion

25. What was moral suasion? Why was it an effective argument at the time?

(Answer, pages 218-219) [Conceptual]

26. What types of arguments did the anti-slavery activists use against slavery?

(Answer, pages 218-219) [Factual]

27. What types of arguments did the AASS use to convince people that slavery should be abolished?

a. They tried to convince people that slavery was a moral sin against God.

b. They tried to convince people that slavery led to brutality, rape and violence.

c. They tried to convince people that slavery was an inefficient economic system, that could better be better replaced by free labor.

d. All of the above are true.

(Answer: d; page 219) [Factual]

28. How did the AASS critique the North in their anti-slavery efforts?

a. The AASS did not critique the North, since slavery did not exist in the North.

b. They critiqued the North for profiting from the labor of slaves in the cotton fields through Northern textile industries.

c. They tried to get the last remnants of slavery abolished in the North, as well.

d. They blamed Northerners who refused to pay taxes as supporting pro-slavery legislation.

(Answer: b; page 219) [Factual]

29. What types of tactics did the AASS generally not condone or use?

a. Mass mailings.

b. Speeches and lectures.

c. Violence.

d. They used any tactic they thought necessary.

(Answer: c; page 218-219) [Factual]

30. The ________________ was a rule passed by Congress in effect forbidding any discussion of anti-slavery issues.

(Answer: Gag Rule; page 219) [Factual]

31. What were the reactions to abolitionist lectures?

(Answer, page 219) [Factual]

The American and Foreign Anti-Slavery Society and the Liberty Party

32. What caused the split in the AASS in 1840?

a. Garrison supported women’s rights and became disillusioned with the lack of success of the organization.

b. Some abolitionists believed that the church could still play a role in abolitionism.

c. Garrison began to advocate destroying the Constitution and separating the North from the South as a solution.

d. All of the above are true.

(Answer: d; page 219) [Factual]

33. Why did the AASS break up? What issues were involved?

(Answer, page 219) [Factual]

34. Which of the following areis true about black participation in the new AFASS versus the AASS?

a. The AFASS forbid any black involvement.

b. Blacks had a greater, more prominent, leadership role in the AFASS.

c. The AFASS had more black members, but refused to allow blacks to have leadership roles.

d. The AASS always had more prominent blacks in leadership positions.

(Answer: b; page 220) [Factual]

35. What new demands did the AFASS list? Why?

(Answer, pages 219-220) [Conceptual]

36. Discuss the differences in African-American roles in the AFASS and the AASS.

(Answer, page 220) [Conceptual]

37. What was a main difference between the Liberty Party and the “Old Organization” of the AASS?

a. The “Old Organization” stopped participating in politics, and the Liberty Party was an official third party in the American political system.

b. The Liberty Party stopped participating in politics, and the “Old Organization” was an official third party in the American political system.

c. The “Old Organization” became far more prominent in politics.

d. The Liberty Party wanted to destroy the Constitution, since it promoted and defended slavery.

(Answer: a; page 220) [Factual]

38. What were the differences between Garrison and the Liberty Party over the meaning of the Constitution?

(Answer, page 220) [Conceptual]

39. Who emerged to lead the AFASS?

a. Charlotte Grimke

b. William Lloyd Garrison

c. Frederick Douglass

d. Lewis Tappan

(Answer: d; page 220) [Factual]

A More Aggressive Abolitionism

40. How did the New York Liberty Party interpret the Constitution?

a. They felt that it supported slavery and should be replaced or amended.

b. They felt that it outlawed slavery throughout the entire country.

c. They thought that it provided a justification for outlawing slavery in the territories.

d. None of the above are true.

(Answer: b; page 220) [Conceptual]

41. What did Joseph Cinque and Madison Washington have in common?

a. They both led successful revolts aboard ships to gain their freedom.

b. They both led unsuccessful revolts, were killed by the American government and became martyrs.

c. They were both successful black lawyers who defended slavery.

d. None of the above are true.

(Answer: a; page 221) [Conceptual]

42. Where did Madison Washington take the Creole to gain his and his shipmates’ freedom?

a. Canada

b. British Bahamas

c. Haiti

d. Key West

(Answer: b; page 221) [Factual]

43. Discuss the incidents with the Amistad and the Creole. What was their effect on the anti-slavery movement?

(Answer, pages 220-221) [Conceptual]

44. What was the significance of the Underground Railroad? What risks were involved?

(Answer, page 221) [Conceptual]

45. Why do we know very little about the Underground Railroad?

a. The records of the organization were burned in a fire set by white mobs.

b. It was only a myth, told by anti-slavery advocates to keep black slaves’ hopes alive.

c. It was a secret organization, with no centralized command, and the efforts were separated from each other by region and time.

d. It existed for only two years, and had only one leader, Harriet Tubman.

(Answer: c; page 221) [Conceptual]

46. What was the destinationWhere were many of the slaves on the Underground Railroad smuggled?

(Answer: Canada; page 221) [Factual]

47. Who was Harriet Tubman and why were her efforts remarkable?

(Answer, page 222) [Conceptual]

48. Which of the following statements isare true about the operation of the Underground Railroad?

a. Escapees sometimes returned to assist the railroad and help others escape.

b. Operation of the railroad was a life-threatening endeavor for many.

c. Women rarely escaped on the railroad. It generally only helped black men. Whites and blacks helped escapees on the railroad.

d. All of the above are true.

(Answer: d; pages 221-222) [Factual]

49. Who was/were the main leader(s) of the uUnderground rRailroad in the early 1840s?

a. Harriet Tubman

b. Charles T. Torrey and Thomas Smallwood

c. Frederick Douglass

d. Madison Washington

(Answer: b; page 221) [Factual]

50. Where did most slaves who utilized the Underground Railroad come from?

a. South Carolina, where conditions were the worst.

b. Mississippi and Alabama.

c. New Orleans, since they had access to the Mississippi.

d. The border states.

(Answer: d; page 221) [Factual]

51. Examine Map 9-2. What does the map indicate about travel for blacks in the South prior to the Civil War?

(Answer, page 222) [Conceptual]

52. Who was Mary Ann Shadd Cary?

a. A woman who promoted racial integration and black migration to Canada and racial integration.

b. A woman who helped bring down the Underground Railroad, through exposing members.

c. The wife of an important Congressman who helped fund the railroad.

d. A journalist, and former slave, who reported on the escapees.

(Answer: a; page 222) [Factual]

Black Militancy

53. Why did some black abolitionists become increasingly more militant during the 1840s?

a. They were inspired by various slave rebellions and mutinies on ships.

b. They were disillusioned by whites, whom they felt believed to speak only rhetoric and were uninterested in were mostly rhetoric and no action.

c. They were disillusioned by whites who refused to practice racial equality, especially in economic and leadership roles.

d. All of the above were reasons.

(Answer: d; page 223) [Conceptual]

54. Why did Frederick Douglass become disillusioned with the AASS?

a. They refused to turn toward violence, which he began to advocate.

b. They seemed to value him more for being a fugitive slave than for his oratory and intelligence.

c. He was upset because the AASS refused to press for the abolition of slavery in foreign countries as well as the United States.

d. All of the above.

(Answer: b; page 224) [Conceptual]

55. What was the name of Frederick Douglass’s influential newspaper?

(Answer: tThe North Star; page 224) [Factual]

56. How did Douglass differ from his colleagues who favored black nationalism?

a. He did not differ. Douglass also supported black nationalism and migration to Africa.

b. Only by degrees. Douglass approved of a separate black nation, but within America.

c. Douglass believed that blacks would eventually blend into American society.

d. None of the above are true.

(Answer: c; page 2254) [Conceptual]

57. What do Frederick Douglass’s experiences tell us about interracial efforts at this time?

(Answer, page 224) [Conceptual]

58. How did Douglass’s views differ from Garrison’s?

(Answer, page 224) [Conceptual]

59. What was the eventual effect of the black nationalistic efforts?

a. They really had little effect, since the anti-slavery movement eventually achieved its goal.

b. They were very influential, and a significant number of African Americans migrated.

c. They rarely included the input of blacks, since whites controlled most of the organizations.

d. Black nationalism led to an increased in urban riots by blacks during the 1840s.

(Answer: a; page 225) [Conceptual]

TOPICS FOR LECTURES/LONG ESSAYS OR PAPERS/CLASS DISCUSSIONS

How well did the American Anti-Slavery Society live up to its’ stated ideals? How did it incorporate blacks and women?

What were the overall effects of the abolitionist movement? What did it lead to?

Discuss the film Amistad. How is it a realistic portrayal of the historical events? How is it not realistic? What is the role of film in a history class? Why do you think Steven Spielberg made the film?

Discuss the myths and realities of the Underground Railroad.

How did the abolitionist movement lead to the women’s movement? What types of conditions were women under in mid-nineteenth century America, and how did some come to recognize their inequality and oppression? Why was the women’s movement not successful at the same time as the abolitionist movement?

Discuss Frederick Douglass’s views of race and how he thought black life could be improved.

How did blacks’ view of abolitionism differ from whites’ view? How did the tactics and solutions of the two groups differ?

Chapter 13 ■ The Failure of Reconstruction, 1868-1877

GUIDE TO READING

SECTION 2 Black Politicians, p. 434

What was the purpose of the Ku Klux Klan and how effective was it?

GUIDE TO READING

SECTION 3 Protecting Civil Rights, p. 440

What was the purpose of the Fifteenth Amendment?

Why did the North lose interest in issues and principles of Reconstruction?

Black Southerners Challenge White Supremacy, 1867-1917 ■ Chapter 15

GUIDE TO READING

SECTION 1 Educating African Americans, p. 499

What kinds of educational opportunities were available to African Americans by the late nineteenth century?

What was the Tuskegee Model? What criticisms were made of it by W. E. B. Du Bois and others?

GUIDE TO READING

SECTION 2 Church and Religion, p. 505

Why were religious beliefs and activities so important to so many African Americans?

GUIDE TO READING

SECTION 3 Black Troops, p. 511

Why did black men in the U. S. Army engage in combat against Native Americans, the Spanish, and Filipinos?

GUIDE TO READING

SECTION 4 Business and the Professions, p. 521

What kinds of businesses did black men and women own and operate?

GUIDE TO READING

SECTION 5 Music and Sports, p. 528

What kinds of music did African Americans develop in the late nineteenth and early twentieth century?

Who were some of the prominent African Americans in music and sports by the early twentieth century?

African Americans in the Early Twentieth Century, 1895-1928■ Chapter 16

GUIDE TO READING

SECTION 3 Politics And The Military, p. 561

How did African Americans contribute to U. S. participation in World War I?

Why did Du Bois come to regret his support of U.S. intervention in World War I?

GUIDE TO READING

SECTION 4 Racial Violence, p. 567

Why was there so much racial violence in the early twentieth century?

What factors contributed to the racial violence in Chicago in 1919?

GUIDE TO READING

SECTION 5 The Great Migration, p. 575

Why did so many African Americans leave the South in the 1910s and 1920s?

African Americans and the 1920s, 1915-1928 ■ Chapter 17

GUIDE TO READING

SECTION 4 The Harlem Renaissance, p. 606

What subjects and issues concerned black writers and poets during the Harlem Renaissance?

What role did Harlem play in the advent of the Jazz Age?

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